Social and Emotional Learning in E-Lectures and Its Relation to Academic Achievement, Social Isolation and Engagement in Learning among Graduate Students

Abstract

The research aimed to develop e-lectures in light of social and emotional learning to enhance academic achievement, engagement in learning and reduce the sense of social isolation among graduate students. The sample included (21) students conducting the Master of Education Technology at Cairo University divided randomly into a control group of (10) students using distance learning through traditional e-lectures and an experimental one of (11) students using distance learning through e-lectures based on social and emotional learning through an e-learning platform at Cairo University. The research was applied in 2020/2021. The experimental treatment resulted in the design of a general framework of social and emotional learning for higher education in distance learning that developed e-lectures using educational and social strategies (active e-listening, e-sharing, empathy, e-choice and responsibility, e-warmth and support) The results showed that e-lectures based on social and emotional learning were effective in enhancing academic achievement, engagement in learning and reducing the sense of social isolation. The results were discussed in light of theories of social learning, behavioral change, control-value, and self-reporting. The research recommended a new approach to social and emotional learning implementation in distance learning that depends on teachers’ integration of a range of strategies into their daily educational interactions and practice with students in e-lectures. Keywords: Social and emotional learning, e-lectures, academic achievement, engagement in learning, social isolation